state the null hypothesis for the experiment

Statistics Made Easy

How to Write a Null Hypothesis (5 Examples)

A hypothesis test uses sample data to determine whether or not some claim about a population parameter is true.

Whenever we perform a hypothesis test, we always write a null hypothesis and an alternative hypothesis, which take the following forms:

H 0 (Null Hypothesis): Population parameter =, ≤, ≥ some value

H A (Alternative Hypothesis): Population parameter <, >, ≠ some value

Note that the null hypothesis always contains the equal sign .

We interpret the hypotheses as follows:

Null hypothesis: The sample data provides no evidence to support some claim being made by an individual.

Alternative hypothesis: The sample data does provide sufficient evidence to support the claim being made by an individual.

For example, suppose it’s assumed that the average height of a certain species of plant is 20 inches tall. However, one botanist claims the true average height is greater than 20 inches.

To test this claim, she may go out and collect a random sample of plants. She can then use this sample data to perform a hypothesis test using the following two hypotheses:

H 0 : μ ≤ 20 (the true mean height of plants is equal to or even less than 20 inches)

H A : μ > 20 (the true mean height of plants is greater than 20 inches)

If the sample data gathered by the botanist shows that the mean height of this species of plants is significantly greater than 20 inches, she can reject the null hypothesis and conclude that the mean height is greater than 20 inches.

Read through the following examples to gain a better understanding of how to write a null hypothesis in different situations.

Example 1: Weight of Turtles

A biologist wants to test whether or not the true mean weight of a certain species of turtles is 300 pounds. To test this, he goes out and measures the weight of a random sample of 40 turtles.

Here is how to write the null and alternative hypotheses for this scenario:

H 0 : μ = 300 (the true mean weight is equal to 300 pounds)

H A : μ ≠ 300 (the true mean weight is not equal to 300 pounds)

Example 2: Height of Males

It’s assumed that the mean height of males in a certain city is 68 inches. However, an independent researcher believes the true mean height is greater than 68 inches. To test this, he goes out and collects the height of 50 males in the city.

H 0 : μ ≤ 68 (the true mean height is equal to or even less than 68 inches)

H A : μ > 68 (the true mean height is greater than 68 inches)

Example 3: Graduation Rates

A university states that 80% of all students graduate on time. However, an independent researcher believes that less than 80% of all students graduate on time. To test this, she collects data on the proportion of students who graduated on time last year at the university.

H 0 : p ≥ 0.80 (the true proportion of students who graduate on time is 80% or higher)

H A : μ < 0.80 (the true proportion of students who graduate on time is less than 80%)

Example 4: Burger Weights

A food researcher wants to test whether or not the true mean weight of a burger at a certain restaurant is 7 ounces. To test this, he goes out and measures the weight of a random sample of 20 burgers from this restaurant.

H 0 : μ = 7 (the true mean weight is equal to 7 ounces)

H A : μ ≠ 7 (the true mean weight is not equal to 7 ounces)

Example 5: Citizen Support

A politician claims that less than 30% of citizens in a certain town support a certain law. To test this, he goes out and surveys 200 citizens on whether or not they support the law.

H 0 : p ≥ .30 (the true proportion of citizens who support the law is greater than or equal to 30%)

H A : μ < 0.30 (the true proportion of citizens who support the law is less than 30%)

Additional Resources

Introduction to Hypothesis Testing Introduction to Confidence Intervals An Explanation of P-Values and Statistical Significance

Featured Posts

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Hey there. My name is Zach Bobbitt. I have a Masters of Science degree in Applied Statistics and I’ve worked on machine learning algorithms for professional businesses in both healthcare and retail. I’m passionate about statistics, machine learning, and data visualization and I created Statology to be a resource for both students and teachers alike. My goal with this site is to help you learn statistics through using simple terms, plenty of real-world examples, and helpful illustrations.

2 Replies to “How to Write a Null Hypothesis (5 Examples)”

you are amazing, thank you so much

Say I am a botanist hypothesizing the average height of daisies is 20 inches, or not? Does T = (ave – 20 inches) / √ variance / (80 / 4)? … This assumes 40 real measures + 40 fake = 80 n, but that seems questionable. Please advise.

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Hypothesis Testing with One Sample

Null and Alternative Hypotheses

OpenStaxCollege

[latexpage]

The actual test begins by considering two hypotheses . They are called the null hypothesis and the alternative hypothesis . These hypotheses contain opposing viewpoints.

H 0 : The null hypothesis: It is a statement about the population that either is believed to be true or is used to put forth an argument unless it can be shown to be incorrect beyond a reasonable doubt.

H a : The alternative hypothesis: It is a claim about the population that is contradictory to H 0 and what we conclude when we reject H 0 .

Since the null and alternative hypotheses are contradictory, you must examine evidence to decide if you have enough evidence to reject the null hypothesis or not. The evidence is in the form of sample data.

After you have determined which hypothesis the sample supports, you make a decision. There are two options for a decision. They are “reject H 0 ” if the sample information favors the alternative hypothesis or “do not reject H 0 ” or “decline to reject H 0 ” if the sample information is insufficient to reject the null hypothesis.

Mathematical Symbols Used in H 0 and H a :

H 0 always has a symbol with an equal in it. H a never has a symbol with an equal in it. The choice of symbol depends on the wording of the hypothesis test. However, be aware that many researchers (including one of the co-authors in research work) use = in the null hypothesis, even with > or < as the symbol in the alternative hypothesis. This practice is acceptable because we only make the decision to reject or not reject the null hypothesis.

H 0 : No more than 30% of the registered voters in Santa Clara County voted in the primary election. p ≤ 30

A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 25%. State the null and alternative hypotheses.

H 0 : The drug reduces cholesterol by 25%. p = 0.25

H a : The drug does not reduce cholesterol by 25%. p ≠ 0.25

We want to test whether the mean GPA of students in American colleges is different from 2.0 (out of 4.0). The null and alternative hypotheses are:

H 0 : μ = 2.0

We want to test whether the mean height of eighth graders is 66 inches. State the null and alternative hypotheses. Fill in the correct symbol (=, ≠, ≥, <, ≤, >) for the null and alternative hypotheses.

H 0 : μ = 66
H a : μ ≠ 66

We want to test if college students take less than five years to graduate from college, on the average. The null and alternative hypotheses are:

H 0 : μ ≥ 5

We want to test if it takes fewer than 45 minutes to teach a lesson plan. State the null and alternative hypotheses. Fill in the correct symbol ( =, ≠, ≥, <, ≤, >) for the null and alternative hypotheses.

H 0 : μ ≥ 45
H a : μ < 45

In an issue of U. S. News and World Report , an article on school standards stated that about half of all students in France, Germany, and Israel take advanced placement exams and a third pass. The same article stated that 6.6% of U.S. students take advanced placement exams and 4.4% pass. Test if the percentage of U.S. students who take advanced placement exams is more than 6.6%. State the null and alternative hypotheses.

H 0 : p ≤ 0.066

On a state driver’s test, about 40% pass the test on the first try. We want to test if more than 40% pass on the first try. Fill in the correct symbol (=, ≠, ≥, <, ≤, >) for the null and alternative hypotheses.

H 0 : p = 0.40
H a : p > 0.40

<!– ??? –>

Bring to class a newspaper, some news magazines, and some Internet articles . In groups, find articles from which your group can write null and alternative hypotheses. Discuss your hypotheses with the rest of the class.

Chapter Review

Formula Review

H 0 and H a are contradictory.

If α ≤ p -value, then do not reject H 0 .

If α > p -value, then reject H 0 .

α is preconceived. Its value is set before the hypothesis test starts. The p -value is calculated from the data.

You are testing that the mean speed of your cable Internet connection is more than three Megabits per second. What is the random variable? Describe in words.

The random variable is the mean Internet speed in Megabits per second.

You are testing that the mean speed of your cable Internet connection is more than three Megabits per second. State the null and alternative hypotheses.

The American family has an average of two children. What is the random variable? Describe in words.

The random variable is the mean number of children an American family has.

The mean entry level salary of an employee at a company is 💲58,000. You believe it is higher for IT professionals in the company. State the null and alternative hypotheses.

A sociologist claims the probability that a person picked at random in Times Square in New York City is visiting the area is 0.83. You want to test to see if the proportion is actually less. What is the random variable? Describe in words.

The random variable is the proportion of people picked at random in Times Square visiting the city.

A sociologist claims the probability that a person picked at random in Times Square in New York City is visiting the area is 0.83. You want to test to see if the claim is correct. State the null and alternative hypotheses.

In a population of fish, approximately 42% are female. A test is conducted to see if, in fact, the proportion is less. State the null and alternative hypotheses.

Suppose that a recent article stated that the mean time spent in jail by a first–time convicted burglar is 2.5 years. A study was then done to see if the mean time has increased in the new century. A random sample of 26 first-time convicted burglars in a recent year was picked. The mean length of time in jail from the survey was 3 years with a standard deviation of 1.8 years. Suppose that it is somehow known that the population standard deviation is 1.5. If you were conducting a hypothesis test to determine if the mean length of jail time has increased, what would the null and alternative hypotheses be? The distribution of the population is normal.

A random survey of 75 death row inmates revealed that the mean length of time on death row is 17.4 years with a standard deviation of 6.3 years. If you were conducting a hypothesis test to determine if the population mean time on death row could likely be 15 years, what would the null and alternative hypotheses be?

H 0 : __________
H a : __________
H 0 : μ = 15
H a : μ ≠ 15

The National Institute of Mental Health published an article stating that in any one-year period, approximately 9.5 percent of American adults suffer from depression or a depressive illness. Suppose that in a survey of 100 people in a certain town, seven of them suffered from depression or a depressive illness. If you were conducting a hypothesis test to determine if the true proportion of people in that town suffering from depression or a depressive illness is lower than the percent in the general adult American population, what would the null and alternative hypotheses be?

Some of the following statements refer to the null hypothesis, some to the alternate hypothesis.

State the null hypothesis, H 0 , and the alternative hypothesis. H a , in terms of the appropriate parameter ( μ or p ).

The mean number of years Americans work before retiring is 34.
At most 60% of Americans vote in presidential elections.
The mean starting salary for San Jose State University graduates is at least 💲100,000 per year.
Twenty-nine percent of high school seniors get drunk each month.
Fewer than 5% of adults ride the bus to work in Los Angeles.
The mean number of cars a person owns in her lifetime is not more than ten.
About half of Americans prefer to live away from cities, given the choice.
Europeans have a mean paid vacation each year of six weeks.
The chance of developing breast cancer is under 11% for women.
Private universities’ mean tuition cost is more than 💲20,000 per year.
H 0 : μ = 34; H a : μ ≠ 34
H 0 : p ≤ 0.60; H a : p > 0.60
H 0 : μ ≥ 100,000; H a : μ < 100,000
H 0 : p = 0.29; H a : p ≠ 0.29
H 0 : p = 0.05; H a : p < 0.05
H 0 : μ ≤ 10; H a : μ > 10
H 0 : p = 0.50; H a : p ≠ 0.50
H 0 : μ = 6; H a : μ ≠ 6
H 0 : p ≥ 0.11; H a : p < 0.11
H 0 : μ ≤ 20,000; H a : μ > 20,000

Over the past few decades, public health officials have examined the link between weight concerns and teen girls’ smoking. Researchers surveyed a group of 273 randomly selected teen girls living in Massachusetts (between 12 and 15 years old). After four years the girls were surveyed again. Sixty-three said they smoked to stay thin. Is there good evidence that more than thirty percent of the teen girls smoke to stay thin? The alternative hypothesis is:

p < 0.30
p > 0.30

A statistics instructor believes that fewer than 20% of Evergreen Valley College (EVC) students attended the opening night midnight showing of the latest Harry Potter movie. She surveys 84 of her students and finds that 11 attended the midnight showing. An appropriate alternative hypothesis is:

p > 0.20
p < 0.20

Previously, an organization reported that teenagers spent 4.5 hours per week, on average, on the phone. The organization thinks that, currently, the mean is higher. Fifteen randomly chosen teenagers were asked how many hours per week they spend on the phone. The sample mean was 4.75 hours with a sample standard deviation of 2.0. Conduct a hypothesis test. The null and alternative hypotheses are:

H o : \(\overline{x}\) = 4.5, H a : \(\overline{x}\) > 4.5
H o : μ ≥ 4.5, H a : μ < 4.5
H o : μ = 4.75, H a : μ > 4.75
H o : μ = 4.5, H a : μ > 4.5

Data from the National Institute of Mental Health. Available online at http://www.nimh.nih.gov/publicat/depression.cfm.

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9.1: Null and Alternative Hypotheses

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The actual test begins by considering two hypotheses . They are called the null hypothesis and the alternative hypothesis . These hypotheses contain opposing viewpoints.

\(H_0\): The null hypothesis: It is a statement of no difference between the variables—they are not related. This can often be considered the status quo and as a result if you cannot accept the null it requires some action.

\(H_a\): The alternative hypothesis: It is a claim about the population that is contradictory to \(H_0\) and what we conclude when we reject \(H_0\). This is usually what the researcher is trying to prove.

After you have determined which hypothesis the sample supports, you make a decision. There are two options for a decision. They are "reject \(H_0\)" if the sample information favors the alternative hypothesis or "do not reject \(H_0\)" or "decline to reject \(H_0\)" if the sample information is insufficient to reject the null hypothesis.

\(H_{0}\) always has a symbol with an equal in it. \(H_{a}\) never has a symbol with an equal in it. The choice of symbol depends on the wording of the hypothesis test. However, be aware that many researchers (including one of the co-authors in research work) use = in the null hypothesis, even with > or < as the symbol in the alternative hypothesis. This practice is acceptable because we only make the decision to reject or not reject the null hypothesis.

Example \(\PageIndex{1}\)

\(H_{0}\): No more than 30% of the registered voters in Santa Clara County voted in the primary election. \(p \leq 30\)
\(H_{a}\): More than 30% of the registered voters in Santa Clara County voted in the primary election. \(p > 30\)

Exercise \(\PageIndex{1}\)

A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 25%. State the null and alternative hypotheses.

\(H_{0}\): The drug reduces cholesterol by 25%. \(p = 0.25\)
\(H_{a}\): The drug does not reduce cholesterol by 25%. \(p \neq 0.25\)

Example \(\PageIndex{2}\)

We want to test whether the mean GPA of students in American colleges is different from 2.0 (out of 4.0). The null and alternative hypotheses are:

\(H_{0}: \mu = 2.0\)
\(H_{a}: \mu \neq 2.0\)

Exercise \(\PageIndex{2}\)

We want to test whether the mean height of eighth graders is 66 inches. State the null and alternative hypotheses. Fill in the correct symbol \((=, \neq, \geq, <, \leq, >)\) for the null and alternative hypotheses.

\(H_{0}: \mu \_ 66\)
\(H_{a}: \mu \_ 66\)
\(H_{0}: \mu = 66\)
\(H_{a}: \mu \neq 66\)

Example \(\PageIndex{3}\)

We want to test if college students take less than five years to graduate from college, on the average. The null and alternative hypotheses are:

\(H_{0}: \mu \geq 5\)
\(H_{a}: \mu < 5\)

Exercise \(\PageIndex{3}\)

\(H_{0}: \mu \_ 45\)
\(H_{a}: \mu \_ 45\)
\(H_{0}: \mu \geq 45\)
\(H_{a}: \mu < 45\)

Example \(\PageIndex{4}\)

\(H_{0}: p \leq 0.066\)
\(H_{a}: p > 0.066\)

Exercise \(\PageIndex{4}\)

On a state driver’s test, about 40% pass the test on the first try. We want to test if more than 40% pass on the first try. Fill in the correct symbol (\(=, \neq, \geq, <, \leq, >\)) for the null and alternative hypotheses.

\(H_{0}: p \_ 0.40\)
\(H_{a}: p \_ 0.40\)
\(H_{0}: p = 0.40\)
\(H_{a}: p > 0.40\)

COLLABORATIVE EXERCISE

Evaluate the null hypothesis , typically denoted with \(H_{0}\). The null is not rejected unless the hypothesis test shows otherwise. The null statement must always contain some form of equality \((=, \leq \text{or} \geq)\)
Always write the alternative hypothesis , typically denoted with \(H_{a}\) or \(H_{1}\), using less than, greater than, or not equals symbols, i.e., \((\neq, >, \text{or} <)\).
If we reject the null hypothesis, then we can assume there is enough evidence to support the alternative hypothesis.
Never state that a claim is proven true or false. Keep in mind the underlying fact that hypothesis testing is based on probability laws; therefore, we can talk only in terms of non-absolute certainties.

Formula Review

\(H_{0}\) and \(H_{a}\) are contradictory.

If \(\alpha \leq p\)-value, then do not reject \(H_{0}\).
If\(\alpha > p\)-value, then reject \(H_{0}\).

\(\alpha\) is preconceived. Its value is set before the hypothesis test starts. The \(p\)-value is calculated from the data.References

Data from the National Institute of Mental Health. Available online at http://www.nimh.nih.gov/publicat/depression.cfm .

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Null Hypothesis Examples

The null hypothesis (H 0 ) is the hypothesis that states there is no statistical difference between two sample sets. In other words, it assumes the independent variable does not have an effect on the dependent variable in a scientific experiment .

The null hypothesis is the most powerful type of hypothesis in the scientific method because it’s the easiest one to test with a high confidence level using statistics. If the null hypothesis is accepted, then it’s evidence any observed differences between two experiment groups are due to random chance. If the null hypothesis is rejected, then it’s strong evidence there is a true difference between test sets or that the independent variable affects the dependent variable.

The null hypothesis is a nullifiable hypothesis. A researcher seeks to reject it because this result strongly indicates observed differences are real and not just due to chance.
The null hypothesis may be accepted or rejected, but not proven. There is always a level of confidence in the outcome.

What Is the Null Hypothesis?

The null hypothesis is written as H 0 , which is read as H-zero, H-nought, or H-null. It is associated with another hypothesis, called the alternate or alternative hypothesis H A or H 1 . When the null hypothesis and alternate hypothesis are written mathematically, they cover all possible outcomes of an experiment.

An experimenter tests the null hypothesis with a statistical analysis called a significance test. The significance test determines the likelihood that the results of the test are not due to chance. Usually, a researcher uses a confidence level of 95% or 99% (p-value of 0.05 or 0.01). But, even if the confidence in the test is high, there is always a small chance the outcome is incorrect. This means you can’t prove a null hypothesis. It’s also a good reason why it’s important to repeat experiments.

Exact and Inexact Null Hypothesis

The most common type of null hypothesis assumes no difference between two samples or groups or no measurable effect of a treatment. This is the exact hypothesis . If you’re asked to state a null hypothesis for a science class, this is the one to write. It is the easiest type of hypothesis to test and is the only one accepted for certain types of analysis. Examples include:

There is no difference between two groups H 0 : μ 1 = μ 2 (where H 0 = the null hypothesis, μ 1 = the mean of population 1, and μ 2 = the mean of population 2)

Both groups have value of 100 (or any number or quality) H 0 : μ = 100

However, sometimes a researcher may test an inexact hypothesis . This type of hypothesis specifies ranges or intervals. Examples include:

Recovery time from a treatment is the same or worse than a placebo: H 0 : μ ≥ placebo time

There is a 5% or less difference between two groups: H 0 : 95 ≤ μ ≤ 105

An inexact hypothesis offers “directionality” about a phenomenon. For example, an exact hypothesis can indicate whether or not a treatment has an effect, while an inexact hypothesis can tell whether an effect is positive of negative. However, an inexact hypothesis may be harder to test and some scientists and statisticians disagree about whether it’s a true null hypothesis .

How to State the Null Hypothesis

To state the null hypothesis, first state what you expect the experiment to show. Then, rephrase the statement in a form that assumes there is no relationship between the variables or that a treatment has no effect.

Example: A researcher tests whether a new drug speeds recovery time from a certain disease. The average recovery time without treatment is 3 weeks.

State the goal of the experiment: “I hope the average recovery time with the new drug will be less than 3 weeks.”
Rephrase the hypothesis to assume the treatment has no effect: “If the drug doesn’t shorten recovery time, then the average time will be 3 weeks or longer.” Mathematically: H 0 : μ ≥ 3

This null hypothesis (inexact hypothesis) covers both the scenario in which the drug has no effect and the one in which the drugs makes the recovery time longer. The alternate hypothesis is that average recovery time will be less than three weeks:

H A : μ < 3

Of course, the researcher could test the no-effect hypothesis (exact null hypothesis): H 0 : μ = 3

The danger of testing this hypothesis is that rejecting it only implies the drug affected recovery time (not whether it made it better or worse). This is because the alternate hypothesis is:

H A : μ ≠ 3 (which includes μ <3 and μ >3)

Even though the no-effect null hypothesis yields less information, it’s used because it’s easier to test using statistics. Basically, testing whether something is unchanged/changed is easier than trying to quantify the nature of the change.

Remember, a researcher hopes to reject the null hypothesis because this supports the alternate hypothesis. Also, be sure the null and alternate hypothesis cover all outcomes. Finally, remember a simple true/false, equal/unequal, yes/no exact hypothesis is easier to test than a more complex inexact hypothesis.

Adèr, H. J.; Mellenbergh, G. J. & Hand, D. J. (2007). Advising on Research Methods: A Consultant’s Companion . Huizen, The Netherlands: Johannes van Kessel Publishing. ISBN 978-90-79418-01-5 .
Cox, D. R. (2006). Principles of Statistical Inference . Cambridge University Press. ISBN 978-0-521-68567-2 .
Everitt, Brian (1998). The Cambridge Dictionary of Statistics . Cambridge, UK New York: Cambridge University Press. ISBN 978-0521593465.
Weiss, Neil A. (1999). Introductory Statistics (5th ed.). ISBN 9780201598773.

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AP®︎/College Statistics

Course: ap®︎/college statistics > unit 10.

Idea behind hypothesis testing

Examples of null and alternative hypotheses

Writing null and alternative hypotheses
P-values and significance tests
Comparing P-values to different significance levels
Estimating a P-value from a simulation
Estimating P-values from simulations
Using P-values to make conclusions

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Video transcript

Module 9: Hypothesis Testing With One Sample

Null and alternative hypotheses, learning outcomes.

Describe hypothesis testing in general and in practice

The actual test begins by considering two hypotheses . They are called the null hypothesis and the alternative hypothesis . These hypotheses contain opposing viewpoints.

H a : The alternative hypothesis : It is a claim about the population that is contradictory to H 0 and what we conclude when we reject H 0 .

After you have determined which hypothesis the sample supports, you make adecision. There are two options for a decision . They are “reject H 0 ” if the sample information favors the alternative hypothesis or “do not reject H 0 ” or “decline to reject H 0 ” if the sample information is insufficient to reject the null hypothesis.

Mathematical Symbols Used in H 0 and H a :

H 0 : No more than 30% of the registered voters in Santa Clara County voted in the primary election. p ≤ 30

H a : More than 30% of the registered voters in Santa Clara County voted in the primary election. p > 30

A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 25%. State the null and alternative hypotheses.

H 0 : The drug reduces cholesterol by 25%. p = 0.25

H a : The drug does not reduce cholesterol by 25%. p ≠ 0.25

We want to test whether the mean GPA of students in American colleges is different from 2.0 (out of 4.0). The null and alternative hypotheses are:

H 0 : μ = 2.0

H a : μ ≠ 2.0

H 0 : μ = 66
H a : μ ≠ 66

We want to test if college students take less than five years to graduate from college, on the average. The null and alternative hypotheses are:

H 0 : μ ≥ 5

H a : μ < 5

H 0 : μ ≥ 45
H a : μ < 45

In an issue of U.S. News and World Report , an article on school standards stated that about half of all students in France, Germany, and Israel take advanced placement exams and a third pass. The same article stated that 6.6% of U.S. students take advanced placement exams and 4.4% pass. Test if the percentage of U.S. students who take advanced placement exams is more than 6.6%. State the null and alternative hypotheses.

H 0 : p ≤ 0.066

H a : p > 0.066

H 0 : p = 0.40
H a : p > 0.40

Concept Review

In a hypothesis test , sample data is evaluated in order to arrive at a decision about some type of claim. If certain conditions about the sample are satisfied, then the claim can be evaluated for a population. In a hypothesis test, we: Evaluate the null hypothesis , typically denoted with H 0 . The null is not rejected unless the hypothesis test shows otherwise. The null statement must always contain some form of equality (=, ≤ or ≥) Always write the alternative hypothesis , typically denoted with H a or H 1 , using less than, greater than, or not equals symbols, i.e., (≠, >, or <). If we reject the null hypothesis, then we can assume there is enough evidence to support the alternative hypothesis. Never state that a claim is proven true or false. Keep in mind the underlying fact that hypothesis testing is based on probability laws; therefore, we can talk only in terms of non-absolute certainties.

Formula Review

H 0 and H a are contradictory.

OpenStax, Statistics, Null and Alternative Hypotheses. Provided by : OpenStax. Located at : http://cnx.org/contents/[email protected]:58/Introductory_Statistics . License : CC BY: Attribution
Introductory Statistics . Authored by : Barbara Illowski, Susan Dean. Provided by : Open Stax. Located at : http://cnx.org/contents/[email protected] . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected]
Simple hypothesis testing | Probability and Statistics | Khan Academy. Authored by : Khan Academy. Located at : https://youtu.be/5D1gV37bKXY . License : All Rights Reserved . License Terms : Standard YouTube License

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Chapter 13: Inferential Statistics

Understanding Null Hypothesis Testing

Learning Objectives

Explain the purpose of null hypothesis testing, including the role of sampling error.
Describe the basic logic of null hypothesis testing.
Describe the role of relationship strength and sample size in determining statistical significance and make reasonable judgments about statistical significance based on these two factors.

The Purpose of Null Hypothesis Testing

As we have seen, psychological research typically involves measuring one or more variables for a sample and computing descriptive statistics for that sample. In general, however, the researcher’s goal is not to draw conclusions about that sample but to draw conclusions about the population that the sample was selected from. Thus researchers must use sample statistics to draw conclusions about the corresponding values in the population. These corresponding values in the population are called parameters . Imagine, for example, that a researcher measures the number of depressive symptoms exhibited by each of 50 clinically depressed adults and computes the mean number of symptoms. The researcher probably wants to use this sample statistic (the mean number of symptoms for the sample) to draw conclusions about the corresponding population parameter (the mean number of symptoms for clinically depressed adults).

Unfortunately, sample statistics are not perfect estimates of their corresponding population parameters. This is because there is a certain amount of random variability in any statistic from sample to sample. The mean number of depressive symptoms might be 8.73 in one sample of clinically depressed adults, 6.45 in a second sample, and 9.44 in a third—even though these samples are selected randomly from the same population. Similarly, the correlation (Pearson’s r ) between two variables might be +.24 in one sample, −.04 in a second sample, and +.15 in a third—again, even though these samples are selected randomly from the same population. This random variability in a statistic from sample to sample is called sampling error . (Note that the term error here refers to random variability and does not imply that anyone has made a mistake. No one “commits a sampling error.”)

One implication of this is that when there is a statistical relationship in a sample, it is not always clear that there is a statistical relationship in the population. A small difference between two group means in a sample might indicate that there is a small difference between the two group means in the population. But it could also be that there is no difference between the means in the population and that the difference in the sample is just a matter of sampling error. Similarly, a Pearson’s r value of −.29 in a sample might mean that there is a negative relationship in the population. But it could also be that there is no relationship in the population and that the relationship in the sample is just a matter of sampling error.

In fact, any statistical relationship in a sample can be interpreted in two ways:

There is a relationship in the population, and the relationship in the sample reflects this.
There is no relationship in the population, and the relationship in the sample reflects only sampling error.

The purpose of null hypothesis testing is simply to help researchers decide between these two interpretations.

The Logic of Null Hypothesis Testing

Null hypothesis testing is a formal approach to deciding between two interpretations of a statistical relationship in a sample. One interpretation is called the null hypothesis (often symbolized H 0 and read as “H-naught”). This is the idea that there is no relationship in the population and that the relationship in the sample reflects only sampling error. Informally, the null hypothesis is that the sample relationship “occurred by chance.” The other interpretation is called the alternative hypothesis (often symbolized as H 1 ). This is the idea that there is a relationship in the population and that the relationship in the sample reflects this relationship in the population.

Again, every statistical relationship in a sample can be interpreted in either of these two ways: It might have occurred by chance, or it might reflect a relationship in the population. So researchers need a way to decide between them. Although there are many specific null hypothesis testing techniques, they are all based on the same general logic. The steps are as follows:

Assume for the moment that the null hypothesis is true. There is no relationship between the variables in the population.
Determine how likely the sample relationship would be if the null hypothesis were true.
If the sample relationship would be extremely unlikely, then reject the null hypothesis in favour of the alternative hypothesis. If it would not be extremely unlikely, then retain the null hypothesis .

Following this logic, we can begin to understand why Mehl and his colleagues concluded that there is no difference in talkativeness between women and men in the population. In essence, they asked the following question: “If there were no difference in the population, how likely is it that we would find a small difference of d = 0.06 in our sample?” Their answer to this question was that this sample relationship would be fairly likely if the null hypothesis were true. Therefore, they retained the null hypothesis—concluding that there is no evidence of a sex difference in the population. We can also see why Kanner and his colleagues concluded that there is a correlation between hassles and symptoms in the population. They asked, “If the null hypothesis were true, how likely is it that we would find a strong correlation of +.60 in our sample?” Their answer to this question was that this sample relationship would be fairly unlikely if the null hypothesis were true. Therefore, they rejected the null hypothesis in favour of the alternative hypothesis—concluding that there is a positive correlation between these variables in the population.

A crucial step in null hypothesis testing is finding the likelihood of the sample result if the null hypothesis were true. This probability is called the p value . A low p value means that the sample result would be unlikely if the null hypothesis were true and leads to the rejection of the null hypothesis. A high p value means that the sample result would be likely if the null hypothesis were true and leads to the retention of the null hypothesis. But how low must the p value be before the sample result is considered unlikely enough to reject the null hypothesis? In null hypothesis testing, this criterion is called α (alpha) and is almost always set to .05. If there is less than a 5% chance of a result as extreme as the sample result if the null hypothesis were true, then the null hypothesis is rejected. When this happens, the result is said to be statistically significant . If there is greater than a 5% chance of a result as extreme as the sample result when the null hypothesis is true, then the null hypothesis is retained. This does not necessarily mean that the researcher accepts the null hypothesis as true—only that there is not currently enough evidence to conclude that it is true. Researchers often use the expression “fail to reject the null hypothesis” rather than “retain the null hypothesis,” but they never use the expression “accept the null hypothesis.”

The Misunderstood p Value

The p value is one of the most misunderstood quantities in psychological research (Cohen, 1994) [1] . Even professional researchers misinterpret it, and it is not unusual for such misinterpretations to appear in statistics textbooks!

The most common misinterpretation is that the p value is the probability that the null hypothesis is true—that the sample result occurred by chance. For example, a misguided researcher might say that because the p value is .02, there is only a 2% chance that the result is due to chance and a 98% chance that it reflects a real relationship in the population. But this is incorrect . The p value is really the probability of a result at least as extreme as the sample result if the null hypothesis were true. So a p value of .02 means that if the null hypothesis were true, a sample result this extreme would occur only 2% of the time.

You can avoid this misunderstanding by remembering that the p value is not the probability that any particular hypothesis is true or false. Instead, it is the probability of obtaining the sample result if the null hypothesis were true.

Role of Sample Size and Relationship Strength

Recall that null hypothesis testing involves answering the question, “If the null hypothesis were true, what is the probability of a sample result as extreme as this one?” In other words, “What is the p value?” It can be helpful to see that the answer to this question depends on just two considerations: the strength of the relationship and the size of the sample. Specifically, the stronger the sample relationship and the larger the sample, the less likely the result would be if the null hypothesis were true. That is, the lower the p value. This should make sense. Imagine a study in which a sample of 500 women is compared with a sample of 500 men in terms of some psychological characteristic, and Cohen’s d is a strong 0.50. If there were really no sex difference in the population, then a result this strong based on such a large sample should seem highly unlikely. Now imagine a similar study in which a sample of three women is compared with a sample of three men, and Cohen’s d is a weak 0.10. If there were no sex difference in the population, then a relationship this weak based on such a small sample should seem likely. And this is precisely why the null hypothesis would be rejected in the first example and retained in the second.

Of course, sometimes the result can be weak and the sample large, or the result can be strong and the sample small. In these cases, the two considerations trade off against each other so that a weak result can be statistically significant if the sample is large enough and a strong relationship can be statistically significant even if the sample is small. Table 13.1 shows roughly how relationship strength and sample size combine to determine whether a sample result is statistically significant. The columns of the table represent the three levels of relationship strength: weak, medium, and strong. The rows represent four sample sizes that can be considered small, medium, large, and extra large in the context of psychological research. Thus each cell in the table represents a combination of relationship strength and sample size. If a cell contains the word Yes , then this combination would be statistically significant for both Cohen’s d and Pearson’s r . If it contains the word No , then it would not be statistically significant for either. There is one cell where the decision for d and r would be different and another where it might be different depending on some additional considerations, which are discussed in Section 13.2 “Some Basic Null Hypothesis Tests”

Although Table 13.1 provides only a rough guideline, it shows very clearly that weak relationships based on medium or small samples are never statistically significant and that strong relationships based on medium or larger samples are always statistically significant. If you keep this lesson in mind, you will often know whether a result is statistically significant based on the descriptive statistics alone. It is extremely useful to be able to develop this kind of intuitive judgment. One reason is that it allows you to develop expectations about how your formal null hypothesis tests are going to come out, which in turn allows you to detect problems in your analyses. For example, if your sample relationship is strong and your sample is medium, then you would expect to reject the null hypothesis. If for some reason your formal null hypothesis test indicates otherwise, then you need to double-check your computations and interpretations. A second reason is that the ability to make this kind of intuitive judgment is an indication that you understand the basic logic of this approach in addition to being able to do the computations.

Statistical Significance Versus Practical Significance

Table 13.1 illustrates another extremely important point. A statistically significant result is not necessarily a strong one. Even a very weak result can be statistically significant if it is based on a large enough sample. This is closely related to Janet Shibley Hyde’s argument about sex differences (Hyde, 2007) [2] . The differences between women and men in mathematical problem solving and leadership ability are statistically significant. But the word significant can cause people to interpret these differences as strong and important—perhaps even important enough to influence the college courses they take or even who they vote for. As we have seen, however, these statistically significant differences are actually quite weak—perhaps even “trivial.”

This is why it is important to distinguish between the statistical significance of a result and the practical significance of that result. Practical significance refers to the importance or usefulness of the result in some real-world context. Many sex differences are statistically significant—and may even be interesting for purely scientific reasons—but they are not practically significant. In clinical practice, this same concept is often referred to as “clinical significance.” For example, a study on a new treatment for social phobia might show that it produces a statistically significant positive effect. Yet this effect still might not be strong enough to justify the time, effort, and other costs of putting it into practice—especially if easier and cheaper treatments that work almost as well already exist. Although statistically significant, this result would be said to lack practical or clinical significance.

Key Takeaways

Null hypothesis testing is a formal approach to deciding whether a statistical relationship in a sample reflects a real relationship in the population or is just due to chance.
The logic of null hypothesis testing involves assuming that the null hypothesis is true, finding how likely the sample result would be if this assumption were correct, and then making a decision. If the sample result would be unlikely if the null hypothesis were true, then it is rejected in favour of the alternative hypothesis. If it would not be unlikely, then the null hypothesis is retained.
The probability of obtaining the sample result if the null hypothesis were true (the p value) is based on two considerations: relationship strength and sample size. Reasonable judgments about whether a sample relationship is statistically significant can often be made by quickly considering these two factors.
Statistical significance is not the same as relationship strength or importance. Even weak relationships can be statistically significant if the sample size is large enough. It is important to consider relationship strength and the practical significance of a result in addition to its statistical significance.
Discussion: Imagine a study showing that people who eat more broccoli tend to be happier. Explain for someone who knows nothing about statistics why the researchers would conduct a null hypothesis test.
The correlation between two variables is r = −.78 based on a sample size of 137.
The mean score on a psychological characteristic for women is 25 ( SD = 5) and the mean score for men is 24 ( SD = 5). There were 12 women and 10 men in this study.
In a memory experiment, the mean number of items recalled by the 40 participants in Condition A was 0.50 standard deviations greater than the mean number recalled by the 40 participants in Condition B.
In another memory experiment, the mean scores for participants in Condition A and Condition B came out exactly the same!
A student finds a correlation of r = .04 between the number of units the students in his research methods class are taking and the students’ level of stress.

Long Descriptions

“Null Hypothesis” long description: A comic depicting a man and a woman talking in the foreground. In the background is a child working at a desk. The man says to the woman, “I can’t believe schools are still teaching kids about the null hypothesis. I remember reading a big study that conclusively disproved it years ago.” [Return to “Null Hypothesis”]

“Conditional Risk” long description: A comic depicting two hikers beside a tree during a thunderstorm. A bolt of lightning goes “crack” in the dark sky as thunder booms. One of the hikers says, “Whoa! We should get inside!” The other hiker says, “It’s okay! Lightning only kills about 45 Americans a year, so the chances of dying are only one in 7,000,000. Let’s go on!” The comic’s caption says, “The annual death rate among people who know that statistic is one in six.” [Return to “Conditional Risk”]

Media Attributions

Null Hypothesis by XKCD CC BY-NC (Attribution NonCommercial)
Conditional Risk by XKCD CC BY-NC (Attribution NonCommercial)
Cohen, J. (1994). The world is round: p < .05. American Psychologist, 49 , 997–1003. ↵
Hyde, J. S. (2007). New directions in the study of gender similarities and differences. Current Directions in Psychological Science, 16 , 259–263. ↵

Values in a population that correspond to variables measured in a study.

The random variability in a statistic from sample to sample.

A formal approach to deciding between two interpretations of a statistical relationship in a sample.

The idea that there is no relationship in the population and that the relationship in the sample reflects only sampling error.

The idea that there is a relationship in the population and that the relationship in the sample reflects this relationship in the population.

When the relationship found in the sample would be extremely unlikely, the idea that the relationship occurred “by chance” is rejected.

When the relationship found in the sample is likely to have occurred by chance, the null hypothesis is not rejected.

The probability that, if the null hypothesis were true, the result found in the sample would occur.

How low the p value must be before the sample result is considered unlikely in null hypothesis testing.

When there is less than a 5% chance of a result as extreme as the sample result occurring and the null hypothesis is rejected.

Research Methods in Psychology - 2nd Canadian Edition Copyright © 2015 by Paul C. Price, Rajiv Jhangiani, & I-Chant A. Chiang is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Null Hypothesis Examples

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Ph.D., Biomedical Sciences, University of Tennessee at Knoxville
B.A., Physics and Mathematics, Hastings College

In statistical analysis, the null hypothesis assumes there is no meaningful relationship between two variables. Testing the null hypothesis can tell you whether your results are due to the effect of manipulating a dependent variable or due to chance. It's often used in conjunction with an alternative hypothesis, which assumes there is, in fact, a relationship between two variables.

The null hypothesis is among the easiest hypothesis to test using statistical analysis, making it perhaps the most valuable hypothesis for the scientific method. By evaluating a null hypothesis in addition to another hypothesis, researchers can support their conclusions with a higher level of confidence. Below are examples of how you might formulate a null hypothesis to fit certain questions.

What Is the Null Hypothesis?

The null hypothesis states there is no relationship between the measured phenomenon (the dependent variable ) and the independent variable , which is the variable an experimenter typically controls or changes. You do not need to believe that the null hypothesis is true to test it. On the contrary, you will likely suspect there is a relationship between a set of variables. One way to prove that this is the case is to reject the null hypothesis. Rejecting a hypothesis does not mean an experiment was "bad" or that it didn't produce results. In fact, it is often one of the first steps toward further inquiry.

To distinguish it from other hypotheses , the null hypothesis is written as H 0 (which is read as “H-nought,” "H-null," or "H-zero"). A significance test is used to determine the likelihood that the results supporting the null hypothesis are not due to chance. A confidence level of 95% or 99% is common. Keep in mind, even if the confidence level is high, there is still a small chance the null hypothesis is not true, perhaps because the experimenter did not account for a critical factor or because of chance. This is one reason why it's important to repeat experiments.

Examples of the Null Hypothesis

To write a null hypothesis, first start by asking a question. Rephrase that question in a form that assumes no relationship between the variables. In other words, assume a treatment has no effect. Write your hypothesis in a way that reflects this.

Other Types of Hypotheses

In addition to the null hypothesis, the alternative hypothesis is also a staple in traditional significance tests . It's essentially the opposite of the null hypothesis because it assumes the claim in question is true. For the first item in the table above, for example, an alternative hypothesis might be "Age does have an effect on mathematical ability."

Key Takeaways

In hypothesis testing, the null hypothesis assumes no relationship between two variables, providing a baseline for statistical analysis.
Rejecting the null hypothesis suggests there is evidence of a relationship between variables.
By formulating a null hypothesis, researchers can systematically test assumptions and draw more reliable conclusions from their experiments.
What 'Fail to Reject' Means in a Hypothesis Test
What Is a Hypothesis? (Science)
Null Hypothesis Definition and Examples
What Are the Elements of a Good Hypothesis?
Scientific Method Vocabulary Terms
Definition of a Hypothesis
Six Steps of the Scientific Method
What Is the Difference Between Alpha and P-Values?
Hypothesis Test for the Difference of Two Population Proportions
Understanding Simple vs Controlled Experiments
Null Hypothesis and Alternative Hypothesis
What Are Examples of a Hypothesis?
What It Means When a Variable Is Spurious
Hypothesis Test Example
How to Conduct a Hypothesis Test
What Is a P-Value?

13.1 Understanding Null Hypothesis Testing

Learning objectives.

Explain the purpose of null hypothesis testing, including the role of sampling error.
Describe the basic logic of null hypothesis testing.
Describe the role of relationship strength and sample size in determining statistical significance and make reasonable judgments about statistical significance based on these two factors.

The Purpose of Null Hypothesis Testing

As we have seen, psychological research typically involves measuring one or more variables in a sample and computing descriptive statistics for that sample. In general, however, the researcher’s goal is not to draw conclusions about that sample but to draw conclusions about the population that the sample was selected from. Thus researchers must use sample statistics to draw conclusions about the corresponding values in the population. These corresponding values in the population are called parameters . Imagine, for example, that a researcher measures the number of depressive symptoms exhibited by each of 50 adults with clinical depression and computes the mean number of symptoms. The researcher probably wants to use this sample statistic (the mean number of symptoms for the sample) to draw conclusions about the corresponding population parameter (the mean number of symptoms for adults with clinical depression).

Unfortunately, sample statistics are not perfect estimates of their corresponding population parameters. This is because there is a certain amount of random variability in any statistic from sample to sample. The mean number of depressive symptoms might be 8.73 in one sample of adults with clinical depression, 6.45 in a second sample, and 9.44 in a third—even though these samples are selected randomly from the same population. Similarly, the correlation (Pearson’s r ) between two variables might be +.24 in one sample, −.04 in a second sample, and +.15 in a third—again, even though these samples are selected randomly from the same population. This random variability in a statistic from sample to sample is called sampling error . (Note that the term error here refers to random variability and does not imply that anyone has made a mistake. No one “commits a sampling error.”)

In fact, any statistical relationship in a sample can be interpreted in two ways:

There is a relationship in the population, and the relationship in the sample reflects this.
There is no relationship in the population, and the relationship in the sample reflects only sampling error.

The purpose of null hypothesis testing is simply to help researchers decide between these two interpretations.

The Logic of Null Hypothesis Testing

Assume for the moment that the null hypothesis is true. There is no relationship between the variables in the population.
Determine how likely the sample relationship would be if the null hypothesis were true.
If the sample relationship would be extremely unlikely, then reject the null hypothesis in favor of the alternative hypothesis. If it would not be extremely unlikely, then retain the null hypothesis .

Following this logic, we can begin to understand why Mehl and his colleagues concluded that there is no difference in talkativeness between women and men in the population. In essence, they asked the following question: “If there were no difference in the population, how likely is it that we would find a small difference of d = 0.06 in our sample?” Their answer to this question was that this sample relationship would be fairly likely if the null hypothesis were true. Therefore, they retained the null hypothesis—concluding that there is no evidence of a sex difference in the population. We can also see why Kanner and his colleagues concluded that there is a correlation between hassles and symptoms in the population. They asked, “If the null hypothesis were true, how likely is it that we would find a strong correlation of +.60 in our sample?” Their answer to this question was that this sample relationship would be fairly unlikely if the null hypothesis were true. Therefore, they rejected the null hypothesis in favor of the alternative hypothesis—concluding that there is a positive correlation between these variables in the population.

A crucial step in null hypothesis testing is finding the likelihood of the sample result if the null hypothesis were true. This probability is called the p value . A low p value means that the sample result would be unlikely if the null hypothesis were true and leads to the rejection of the null hypothesis. A p value that is not low means that the sample result would be likely if the null hypothesis were true and leads to the retention of the null hypothesis. But how low must the p value be before the sample result is considered unlikely enough to reject the null hypothesis? In null hypothesis testing, this criterion is called α (alpha) and is almost always set to .05. If there is a 5% chance or less of a result as extreme as the sample result if the null hypothesis were true, then the null hypothesis is rejected. When this happens, the result is said to be statistically significant . If there is greater than a 5% chance of a result as extreme as the sample result when the null hypothesis is true, then the null hypothesis is retained. This does not necessarily mean that the researcher accepts the null hypothesis as true—only that there is not currently enough evidence to reject it. Researchers often use the expression “fail to reject the null hypothesis” rather than “retain the null hypothesis,” but they never use the expression “accept the null hypothesis.”

The Misunderstood p Value

“Null Hypothesis” retrieved from http://imgs.xkcd.com/comics/null_hypothesis.png (CC-BY-NC 2.5)

Role of Sample Size and Relationship Strength

Statistical Significance Versus Practical Significance

“Conditional Risk” retrieved from http://imgs.xkcd.com/comics/conditional_risk.png (CC-BY-NC 2.5)

Key Takeaways

Null hypothesis testing is a formal approach to deciding whether a statistical relationship in a sample reflects a real relationship in the population or is just due to chance.
The logic of null hypothesis testing involves assuming that the null hypothesis is true, finding how likely the sample result would be if this assumption were correct, and then making a decision. If the sample result would be unlikely if the null hypothesis were true, then it is rejected in favor of the alternative hypothesis. If it would not be unlikely, then the null hypothesis is retained.
The probability of obtaining the sample result if the null hypothesis were true (the p value) is based on two considerations: relationship strength and sample size. Reasonable judgments about whether a sample relationship is statistically significant can often be made by quickly considering these two factors.
Statistical significance is not the same as relationship strength or importance. Even weak relationships can be statistically significant if the sample size is large enough. It is important to consider relationship strength and the practical significance of a result in addition to its statistical significance.
Discussion: Imagine a study showing that people who eat more broccoli tend to be happier. Explain for someone who knows nothing about statistics why the researchers would conduct a null hypothesis test.
The correlation between two variables is r = −.78 based on a sample size of 137.
The mean score on a psychological characteristic for women is 25 ( SD = 5) and the mean score for men is 24 ( SD = 5). There were 12 women and 10 men in this study.
In a memory experiment, the mean number of items recalled by the 40 participants in Condition A was 0.50 standard deviations greater than the mean number recalled by the 40 participants in Condition B.
In another memory experiment, the mean scores for participants in Condition A and Condition B came out exactly the same!
A student finds a correlation of r = .04 between the number of units the students in his research methods class are taking and the students’ level of stress.
Cohen, J. (1994). The world is round: p < .05. American Psychologist, 49 , 997–1003. ↵
Hyde, J. S. (2007). New directions in the study of gender similarities and differences. Current Directions in Psychological Science, 16 , 259–263. ↵

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Genetics and Statistical Analysis

Once you have performed an experiment, how can you tell if your results are significant? For example, say that you are performing a genetic cross in which you know the genotypes of the parents. In this situation, you might hypothesize that the cross will result in a certain ratio of phenotypes in the offspring . But what if your observed results do not exactly match your expectations? How can you tell whether this deviation was due to chance? The key to answering these questions is the use of statistics , which allows you to determine whether your data are consistent with your hypothesis.

Forming and Testing a Hypothesis

The first thing any scientist does before performing an experiment is to form a hypothesis about the experiment's outcome. This often takes the form of a null hypothesis , which is a statistical hypothesis that states there will be no difference between observed and expected data. The null hypothesis is proposed by a scientist before completing an experiment, and it can be either supported by data or disproved in favor of an alternate hypothesis.

Let's consider some examples of the use of the null hypothesis in a genetics experiment. Remember that Mendelian inheritance deals with traits that show discontinuous variation, which means that the phenotypes fall into distinct categories. As a consequence, in a Mendelian genetic cross, the null hypothesis is usually an extrinsic hypothesis ; in other words, the expected proportions can be predicted and calculated before the experiment starts. Then an experiment can be designed to determine whether the data confirm or reject the hypothesis. On the other hand, in another experiment, you might hypothesize that two genes are linked. This is called an intrinsic hypothesis , which is a hypothesis in which the expected proportions are calculated after the experiment is done using some information from the experimental data (McDonald, 2008).

How Math Merged with Biology

But how did mathematics and genetics come to be linked through the use of hypotheses and statistical analysis? The key figure in this process was Karl Pearson, a turn-of-the-century mathematician who was fascinated with biology. When asked what his first memory was, Pearson responded by saying, "Well, I do not know how old I was, but I was sitting in a high chair and I was sucking my thumb. Someone told me to stop sucking it and said that if I did so, the thumb would wither away. I put my two thumbs together and looked at them a long time. ‘They look alike to me,' I said to myself, ‘I can't see that the thumb I suck is any smaller than the other. I wonder if she could be lying to me'" (Walker, 1958). As this anecdote illustrates, Pearson was perhaps born to be a scientist. He was a sharp observer and intent on interpreting his own data. During his career, Pearson developed statistical theories and applied them to the exploration of biological data. His innovations were not well received, however, and he faced an arduous struggle in convincing other scientists to accept the idea that mathematics should be applied to biology. For instance, during Pearson's time, the Royal Society, which is the United Kingdom's academy of science, would accept papers that concerned either mathematics or biology, but it refused to accept papers than concerned both subjects (Walker, 1958). In response, Pearson, along with Francis Galton and W. F. R. Weldon, founded a new journal called Biometrika in 1901 to promote the statistical analysis of data on heredity. Pearson's persistence paid off. Today, statistical tests are essential for examining biological data.

Pearson's Chi-Square Test for Goodness-of-Fit

One of Pearson's most significant achievements occurred in 1900, when he developed a statistical test called Pearson's chi-square (Χ 2 ) test, also known as the chi-square test for goodness-of-fit (Pearson, 1900). Pearson's chi-square test is used to examine the role of chance in producing deviations between observed and expected values. The test depends on an extrinsic hypothesis, because it requires theoretical expected values to be calculated. The test indicates the probability that chance alone produced the deviation between the expected and the observed values (Pierce, 2005). When the probability calculated from Pearson's chi-square test is high, it is assumed that chance alone produced the difference. Conversely, when the probability is low, it is assumed that a significant factor other than chance produced the deviation.

In 1912, J. Arthur Harris applied Pearson's chi-square test to examine Mendelian ratios (Harris, 1912). It is important to note that when Gregor Mendel studied inheritance, he did not use statistics, and neither did Bateson, Saunders, Punnett, and Morgan during their experiments that discovered genetic linkage . Thus, until Pearson's statistical tests were applied to biological data, scientists judged the goodness of fit between theoretical and observed experimental results simply by inspecting the data and drawing conclusions (Harris, 1912). Although this method can work perfectly if one's data exactly matches one's predictions, scientific experiments often have variability associated with them, and this makes statistical tests very useful.

The chi-square value is calculated using the following formula:

Using this formula, the difference between the observed and expected frequencies is calculated for each experimental outcome category. The difference is then squared and divided by the expected frequency . Finally, the chi-square values for each outcome are summed together, as represented by the summation sign (Σ).

Pearson's chi-square test works well with genetic data as long as there are enough expected values in each group. In the case of small samples (less than 10 in any category) that have 1 degree of freedom, the test is not reliable. (Degrees of freedom, or df, will be explained in full later in this article.) However, in such cases, the test can be corrected by using the Yates correction for continuity, which reduces the absolute value of each difference between observed and expected frequencies by 0.5 before squaring. Additionally, it is important to remember that the chi-square test can only be applied to numbers of progeny , not to proportions or percentages.

Now that you know the rules for using the test, it's time to consider an example of how to calculate Pearson's chi-square. Recall that when Mendel crossed his pea plants, he learned that tall (T) was dominant to short (t). You want to confirm that this is correct, so you start by formulating the following null hypothesis: In a cross between two heterozygote (Tt) plants, the offspring should occur in a 3:1 ratio of tall plants to short plants. Next, you cross the plants, and after the cross, you measure the characteristics of 400 offspring. You note that there are 305 tall pea plants and 95 short pea plants; these are your observed values. Meanwhile, you expect that there will be 300 tall plants and 100 short plants from the Mendelian ratio.

You are now ready to perform statistical analysis of your results, but first, you have to choose a critical value at which to reject your null hypothesis. You opt for a critical value probability of 0.01 (1%) that the deviation between the observed and expected values is due to chance. This means that if the probability is less than 0.01, then the deviation is significant and not due to chance, and you will reject your null hypothesis. However, if the deviation is greater than 0.01, then the deviation is not significant and you will not reject the null hypothesis.

So, should you reject your null hypothesis or not? Here's a summary of your observed and expected data:

Now, let's calculate Pearson's chi-square:

For tall plants: Χ 2 = (305 - 300) 2 / 300 = 0.08
For short plants: Χ 2 = (95 - 100) 2 / 100 = 0.25
The sum of the two categories is 0.08 + 0.25 = 0.33
Therefore, the overall Pearson's chi-square for the experiment is Χ 2 = 0.33

Next, you determine the probability that is associated with your calculated chi-square value. To do this, you compare your calculated chi-square value with theoretical values in a chi-square table that has the same number of degrees of freedom. Degrees of freedom represent the number of ways in which the observed outcome categories are free to vary. For Pearson's chi-square test, the degrees of freedom are equal to n - 1, where n represents the number of different expected phenotypes (Pierce, 2005). In your experiment, there are two expected outcome phenotypes (tall and short), so n = 2 categories, and the degrees of freedom equal 2 - 1 = 1. Thus, with your calculated chi-square value (0.33) and the associated degrees of freedom (1), you can determine the probability by using a chi-square table (Table 1).

Table 1: Chi-Square Table

(Table adapted from Jones, 2008)

Note that the chi-square table is organized with degrees of freedom (df) in the left column and probabilities (P) at the top. The chi-square values associated with the probabilities are in the center of the table. To determine the probability, first locate the row for the degrees of freedom for your experiment, then determine where the calculated chi-square value would be placed among the theoretical values in the corresponding row.

At the beginning of your experiment, you decided that if the probability was less than 0.01, you would reject your null hypothesis because the deviation would be significant and not due to chance. Now, looking at the row that corresponds to 1 degree of freedom, you see that your calculated chi-square value of 0.33 falls between 0.016, which is associated with a probability of 0.9, and 2.706, which is associated with a probability of 0.10. Therefore, there is between a 10% and 90% probability that the deviation you observed between your expected and the observed numbers of tall and short plants is due to chance. In other words, the probability associated with your chi-square value is much greater than the critical value of 0.01. This means that we will not reject our null hypothesis, and the deviation between the observed and expected results is not significant.

Level of Significance

Determining whether to accept or reject a hypothesis is decided by the experimenter, who is the person who chooses the "level of significance" or confidence. Scientists commonly use the 0.05, 0.01, or 0.001 probability levels as cut-off values. For instance, in the example experiment, you used the 0.01 probability. Thus, P ≥ 0.01 can be interpreted to mean that chance likely caused the deviation between the observed and the expected values (i.e. there is a greater than 1% probability that chance explains the data). If instead we had observed that P ≤ 0.01, this would mean that there is less than a 1% probability that our data can be explained by chance. There is a significant difference between our expected and observed results, so the deviation must be caused by something other than chance.

References and Recommended Reading

Harris, J. A. A simple test of the goodness of fit of Mendelian ratios. American Naturalist 46 , 741–745 (1912)

Jones, J. "Table: Chi-Square Probabilities." http://people.richland.edu/james/lecture/m170/tbl-chi.html (2008) (accessed July 7, 2008)

McDonald, J. H. Chi-square test for goodness-of-fit. From The Handbook of Biological Statistics . http://udel.edu/~mcdonald/statchigof.html (2008) (accessed June 9, 2008)

Pearson, K. On the criterion that a given system of deviations from the probable in the case of correlated system of variables is such that it can be reasonably supposed to have arisen from random sampling. Philosophical Magazine 50 , 157–175 (1900)

Pierce, B. Genetics: A Conceptual Approach (New York, Freeman, 2005)

Walker, H. M. The contributions of Karl Pearson. Journal of the American Statistical Association 53 , 11–22 (1958)

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9.1 Null and Alternative Hypotheses

The actual test begins by considering two hypotheses . They are called the null hypothesis and the alternative hypothesis . These hypotheses contain opposing viewpoints.

H 0 : The null hypothesis: It is a statement of no difference between the variables—they are not related. This can often be considered the status quo and as a result if you cannot accept the null it requires some action.

H a : The alternative hypothesis: It is a claim about the population that is contradictory to H 0 and what we conclude when we reject H 0 . This is usually what the researcher is trying to prove.

After you have determined which hypothesis the sample supports, you make a decision. There are two options for a decision. They are "reject H 0 " if the sample information favors the alternative hypothesis or "do not reject H 0 " or "decline to reject H 0 " if the sample information is insufficient to reject the null hypothesis.

Mathematical Symbols Used in H 0 and H a :

Example 9.1

H 0 : No more than 30% of the registered voters in Santa Clara County voted in the primary election. p ≤ .30 H a : More than 30% of the registered voters in Santa Clara County voted in the primary election. p > 30

A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 25%. State the null and alternative hypotheses.

Example 9.2

We want to test whether the mean GPA of students in American colleges is different from 2.0 (out of 4.0). The null and alternative hypotheses are: H 0 : μ = 2.0 H a : μ ≠ 2.0

H 0 : μ __ 66
H a : μ __ 66

Example 9.3

We want to test if college students take less than five years to graduate from college, on the average. The null and alternative hypotheses are: H 0 : μ ≥ 5 H a : μ < 5

H 0 : μ __ 45
H a : μ __ 45

Example 9.4

H 0 : p __ 0.40
H a : p __ 0.40

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Miles D. Williams

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When the Research Hypothesis Is the Null

Posted on May 13, 2024 by Miles Williams in Methods Statistics

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What should you do if your research hypothesis is the null hypothesis? In other words, how should you approach hypothesis testing if your theory predicts no effect between two variables? I and a coauthor are working on a paper where a couple of our proposed hypotheses look like this, and we got some push-back from a reviewer about it. This prompted me to go down a rabbit hole of journal articles and message boards to see how others handle this situation. I quickly found that I waded into a contentious issue that’s connected to a bigger philosophical debate about the merits of hypothesis testing in general and whether the null hypothesis in particular as a bench-mark for hypothesis testing is even logically sound.

There’s too much to unpack with this debate for me to cover in a single blog post (and I’m sure I’d get some of the key points wrong anyway if I tried). The main issue I want to explore in this post is the practical problem of how to approach testing a null research hypothesis. From an applied perspective, this is a tricky problem that raises issues with how we calculate and interpret p-values. Thankfully, there is a sound solution for the null research hypothesis which I explore in greater detail below. It’s called a two one-sided test, and it’s easy to implement once you know what it is.

The usual approach

Most of the time when doing research, a scientist usually has a research hypothesis that goes something like X has a positive effect on Y . For example, a political scientist might propose that a get-out-the-vote (GOTV) campaign ( X ) will increase voter turnout ( Y ).

The typical approach for testing this claim might be to estimate a regression model with voter turnout as the outcome and the GOTV campaign as the explanatory variable of interest:

Y = α + β X + ε

If the parameter β > 0, this would support the hypothesis that GOTV campaigns improve voter turnout. To test this hypothesis, in practice the researcher would actually test a different hypothesis that we call the null hypothesis. This is the hypothesis that says there is no true effect of GOTV campaigns on voter turnout.

By proposing and testing the null, we now have a point of reference for calculating a measure of uncertainty—that is, the probability of observing an empirical effect of a certain magnitude or greater if the null hypothesis is true. This probability is called a p-value, and by convention if it is less than 0.05 we say that we can reject the null hypothesis.

For the hypothetical regression model proposed above, to get this p-value we’d estimate β, then calculate its standard error, and then we’d take the ratio of the former to the latter giving us what’s called a t-statistic or t-value. Under the null hypothesis, the t-value has a known distribution which makes it really easy to map any t-value to a p-value. The below figure illustrates using a hypothetical data sample of size N = 200. You can see that the t-statistic’s distribution has a distinct bell shape centered around 0. You can also see the range of t-values in blue where if we observed them in our empirical data we’d fail to reject the null hypothesis at the p < 0.05 level. Values in gray are t-values that would lead us to reject the null hypothesis at this same level.

When the null is the research hypothesis we want to test

There’s nothing new or special here. If you have even a basic stats background (particularly with Frequentist statistics), the conventional approach to hypothesis testing is pretty ubiquitous. Things get more tricky when our research hypothesis is that there is no effect. Say for a certain set of theoretical reasons we think that GOTV campaigns are basically useless at increasing voter turnout. If this argument is true, then if we estimate the following regression model, we’d expect β = 0.

The problem here is that our substantive research hypothesis is also the one that we want to try to find evidence against. We could just proceed like usual and just say that if we fail to reject the null this is evidence in support of our theory, but the problem with doing this is that failure to reject the null is not the same thing as finding support for the null hypothesis.

There are a few ideas in the literature for how we should approach this instead. Many of these approaches are Bayesian, but most of my research relies on Frequentist statistics, so these approaches were a no-go for me. However, there is one really simple approach that is consistent with the Frequentist paradigm: equivalence testing . The idea is simple. Propose some absolute effect size that is of minimal interest and then test whether an observed effect is different from it. This minimum effect is called the “smallest effect size of interest” (SESOI). I read about the approach in an article by Harms and Lakens (2018) in the Journal of Clinical and Translational Research .

Say, for example, that we deemed a t-value of +/-1.96 (the usual threshold for rejecting the null hypothesis) as extreme enough to constitute good evidence of a non-zero effect. We could make the appropriate adjustments to our t-distribution to identify a new range of t-values that would allow us to reject the hypothesis that an effect is non-zero. This is illustrated in the below figure. We can now see a range of t-values in the middle where we’d have t-values such that we could reject the non-zero hypothesis at the p < 0.05 level. This distribution looks like it’s been inverted relative to the usual null distribution. The reason is that with this approach what we’re doing is conducting a pair of alternative one-tailed tests. We’re testing both the hypothesis that β / se(β) - 1.96 > 0 and β / se(β) + 1.96 < 0. In the Harms and Lakens paper cited above, they call this approach two one-sided tests or TOST (I’m guessing this is pronounced “toast”).

Something to pay attention to with this approach is that the observed t-statistic needs to be very small in absolute magnitude for us to reject the hypothesis of a non-zero effect. This means that the bar for testing a null research hypothesis is actually quite high. This is demonstrated using the following simulation in R. Using the {seerrr} package, I had R generate 1,000 random draws (each of size 200) for a pair of variables x and y where the former is a binary “treatment” and the latter is a random normal “outcome.” By design, there is no true causal relationship between these variables. Once I simulated the data, I then generated a set of estimates of the effect of x on y for each simulated dataset and collected the results in an object called sim_ests . I then visualized two metrics that that I calculated with the simulated results: (1) the rejection rate for the null hypothesis test and (2) the rejection rate for the two one-sided equivalence tests. As you can see, if we were to try to test a research null hypothesis the usual way, we’d expect to be able to fail to reject the null about 95% of the time. Conversely, if we were to use the two one-sided equivalence tests, we’d expect to reject the non-zero alternative hypothesis only about 25% of the time. I tested out a few additional simulations to see if a larger sample size would lead to improvements in power (not shown), but no dice.

The two one-sided tests approach strikes me as a nice method when dealing with a null research hypothesis. It’s actually pretty easy to implement, too. The one downside is that this test is under-powered. If the null is true, it will only reject the alternative 25% of the time (though you could select a different non-zero alternative which would possibly give you more power). However, this isn’t all bad. The flip side of the coin is that this is a really conservative test, so if you can reject the alternative that puts you on solid rhetorical footing to show the data really do seem consistent with the null.

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Null Hypothesis: Definition, Rejecting & Examples
When your sample contains sufficient evidence, you can reject the null and conclude that the effect is statistically significant. Statisticians often denote the null hypothesis as H 0 or H A.. Null Hypothesis H 0: No effect exists in the population.; Alternative Hypothesis H A: The effect exists in the population.; In every study or experiment, researchers assess an effect or relationship.
Null & Alternative Hypotheses
The null and alternative hypotheses offer competing answers to your research question. When the research question asks "Does the independent variable affect the dependent variable?": The null hypothesis ( H0) answers "No, there's no effect in the population.". The alternative hypothesis ( Ha) answers "Yes, there is an effect in the ...
Null Hypothesis Definition and Examples
Null Hypothesis Examples. "Hyperactivity is unrelated to eating sugar " is an example of a null hypothesis. If the hypothesis is tested and found to be false, using statistics, then a connection between hyperactivity and sugar ingestion may be indicated. A significance test is the most common statistical test used to establish confidence in a ...
9.1 Null and Alternative Hypotheses
The actual test begins by considering two hypotheses.They are called the null hypothesis and the alternative hypothesis.These hypotheses contain opposing viewpoints. H 0, the —null hypothesis: a statement of no difference between sample means or proportions or no difference between a sample mean or proportion and a population mean or proportion. In other words, the difference equals 0.
How to Write a Null Hypothesis (5 Examples)
Whenever we perform a hypothesis test, we always write a null hypothesis and an alternative hypothesis, which take the following forms: H0 (Null Hypothesis): Population parameter =, ≤, ≥ some value. HA (Alternative Hypothesis): Population parameter <, >, ≠ some value. Note that the null hypothesis always contains the equal sign.
Null Hypothesis Definition and Examples, How to State
Step 1: State what will happen if the experiment doesn't make any difference. That's the null hypothesis-that nothing will happen. In this experiment, if nothing happens, then the recovery time will stay at 8.2 weeks. H 0: μ = 8.2. Broken down into English, that's H 0 (The null hypothesis): μ (the average) = (is equal to) 8.2.
Null and Alternative Hypotheses
Some of the following statements refer to the null hypothesis, some to the alternate hypothesis. State the null hypothesis, H 0, and the alternative hypothesis. H a, in terms of the appropriate parameter (μ or p). The mean number of years Americans work before retiring is 34. At most 60% of Americans vote in presidential elections.
Hypothesis Testing
Table of contents. Step 1: State your null and alternate hypothesis. Step 2: Collect data. Step 3: Perform a statistical test. Step 4: Decide whether to reject or fail to reject your null hypothesis. Step 5: Present your findings. Other interesting articles. Frequently asked questions about hypothesis testing.
Null hypothesis
Basic definitions. The null hypothesis and the alternative hypothesis are types of conjectures used in statistical tests to make statistical inferences, which are formal methods of reaching conclusions and separating scientific claims from statistical noise.. The statement being tested in a test of statistical significance is called the null hypothesis. . The test of significance is designed ...
9.1: Null and Alternative Hypotheses
Review. In a hypothesis test, sample data is evaluated in order to arrive at a decision about some type of claim.If certain conditions about the sample are satisfied, then the claim can be evaluated for a population. In a hypothesis test, we: Evaluate the null hypothesis, typically denoted with \(H_{0}\).The null is not rejected unless the hypothesis test shows otherwise.
What Is The Null Hypothesis & When To Reject It
The null hypothesis states no relationship exists between the two variables being studied (i.e., one variable does not affect the other). ... One major problem with the null hypothesis is that researchers typically will assume that accepting the null is a failure of the experiment. However, accepting or rejecting any hypothesis is a positive ...
Null Hypothesis Examples
An example of the null hypothesis is that light color has no effect on plant growth. The null hypothesis (H 0) is the hypothesis that states there is no statistical difference between two sample sets. In other words, it assumes the independent variable does not have an effect on the dependent variable in a scientific experiment.
1.2
Step 1: State the Null Hypothesis. The null hypothesis can be thought of as the opposite of the "guess" the researchers made. In the example presented in the previous section, the biologist "guesses" plant height will be different for the various fertilizers. So the null hypothesis would be that there will be no difference among the groups of ...
6a.1
The first step in hypothesis testing is to set up two competing hypotheses. The hypotheses are the most important aspect. If the hypotheses are incorrect, your conclusion will also be incorrect. The two hypotheses are named the null hypothesis and the alternative hypothesis. The null hypothesis is typically denoted as H 0.
Examples of null and alternative hypotheses
It is the opposite of your research hypothesis. The alternative hypothesis--that is, the research hypothesis--is the idea, phenomenon, observation that you want to prove. If you suspect that girls take longer to get ready for school than boys, then: Alternative: girls time > boys time. Null: girls time <= boys time.
How to Write a Strong Hypothesis
6. Write a null hypothesis. If your research involves statistical hypothesis testing, you will also have to write a null hypothesis. The null hypothesis is the default position that there is no association between the variables. The null hypothesis is written as H 0, while the alternative hypothesis is H 1 or H a.
Null and Alternative Hypotheses
The actual test begins by considering two hypotheses.They are called the null hypothesis and the alternative hypothesis.These hypotheses contain opposing viewpoints. H 0: The null hypothesis: It is a statement about the population that either is believed to be true or is used to put forth an argument unless it can be shown to be incorrect beyond a reasonable doubt.
Understanding Null Hypothesis Testing
A crucial step in null hypothesis testing is finding the likelihood of the sample result if the null hypothesis were true. This probability is called the p value. A low p value means that the sample result would be unlikely if the null hypothesis were true and leads to the rejection of the null hypothesis. A high p value means that the sample ...
How to Formulate a Null Hypothesis (With Examples)
The null hypothesis states there is no relationship between the measured phenomenon (the dependent variable) and the independent variable, which is the variable an experimenter typically controls or changes.You do not need to believe that the null hypothesis is true to test it. On the contrary, you will likely suspect there is a relationship between a set of variables.
13.1 Understanding Null Hypothesis Testing
Null hypothesis testing is a formal approach to deciding between two interpretations of a statistical relationship in a sample. One interpretation is called the null hypothesis (often symbolized H 0 ... In a memory experiment, the mean number of items recalled by the 40 participants in Condition A was 0.50 standard deviations greater than the ...
Genetics and Statistical Analysis
The null hypothesis is proposed by a scientist before completing an experiment, and it can be either supported by data or disproved in favor of an alternate hypothesis.
AP Bio Genetics FRQ Flashcards
(d) State the null hypothesis for the experiment whose data are graphed in Figure 2. Provide evidence to support or refute the scientists' claim that more colonies grew in strains C3 and C6 than in the other strains because the genes for proteins that are normally targeted by the toxic chemical contain nucleotides with incorrect bases in the C3 ...
9.1 Null and Alternative Hypotheses
The actual test begins by considering two hypotheses.They are called the null hypothesis and the alternative hypothesis.These hypotheses contain opposing viewpoints. H 0: The null hypothesis: It is a statement of no difference between the variables—they are not related. This can often be considered the status quo and as a result if you cannot accept the null it requires some action.
When the Research Hypothesis Is the Null
Under the null hypothesis, the t-value has a known distribution which makes it really easy to map any t-value to a p-value. The below figure illustrates using a hypothetical data sample of size N = 200. You can see that the t-statistic's distribution has a distinct bell shape centered around 0.

How to Write a Null Hypothesis (5 Examples)

Example 1: Weight of Turtles

Example 2: Height of Males

Example 3: Graduation Rates

Example 4: Burger Weights

Example 5: Citizen Support

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Video transcript

Module 9: Hypothesis Testing With One Sample

Concept Review

Formula Review

Understanding Null Hypothesis Testing

The Purpose of Null Hypothesis Testing

The Logic of Null Hypothesis Testing

Role of Sample Size and Relationship Strength

Statistical Significance Versus Practical Significance

Long Descriptions

Media Attributions

Share This Book

Null Hypothesis Examples

What Is the Null Hypothesis?

Examples of the Null Hypothesis

Other Types of Hypotheses

Key Takeaways

13.1 Understanding Null Hypothesis Testing

The Purpose of Null Hypothesis Testing

The Logic of Null Hypothesis Testing

The Misunderstood p Value

Role of Sample Size and Relationship Strength

Statistical Significance Versus Practical Significance

Key Takeaways

Share This Book

Forming and Testing a Hypothesis

How Math Merged with Biology

Pearson's Chi-Square Test for Goodness-of-Fit

Level of Significance

References and Recommended Reading

Article History

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Visual Browse

9.1 Null and Alternative Hypotheses

Example 9.1

Example 9.2

Example 9.3

Example 9.4

Collaborative Exercise

Miles D. Williams

When the Research Hypothesis Is the Null

The usual approach

When the null is the research hypothesis we want to test

IMAGES

VIDEO

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